scholarly journals Adaptation Readiness of First Graders in Estimates of Participants of Educational Process

2015 ◽  
Vol 15 (3) ◽  
pp. 271-275
Author(s):  
A. R. Vagapova ◽  
◽  
T. L. Bolbot ◽  
Keyword(s):  
First Graders ◽  
Educational Process ◽  
Adaptation Readiness

scholarly journals Physiological and Hygienic Characteristics of the Adaptation Potential of First Graders in Conditions of Modern Schooling

2020 ◽  
pp. 18-24
Author(s):  
AG Setko ◽  
EV Bulycheva ◽  
EI Nosova
Keyword(s):  
Nervous System ◽  
Cognitive Performance ◽  
Functional State ◽  
First Graders ◽  
Electronic Devices ◽  
Educational Process ◽  
After School ◽  
Information Processing Speed ◽  
Adaptation Potential ◽  
Information And Communication

Introduction: The processes of first-graders’ adaptation to modern schooling using a diverse set of information and communication tools are determined by the level of cognitive performance, the functional state of the central nervous system (CNS), and work/rest patterns, thus indicating the importance of their studies. Materials and methods: We assessed the CNS functional state of 124 first year primary schoolchildren (7–8 years of age) according to the method developed by M.P. Moroz, their cognitive performance using the E. Landolt test, and the intensity of the educational process using the method developed by V.R. Kuchma and coauthors. We also conducted a survey of their using electronic devices in extracurricular time. Results: We found that up to 69% of the first graders had a lower level of working capacity due to a 2.5-fold decrease in the functional level of the nervous system, a 3.2-fold decrease in stability of the nervous reaction, and a 2.6-fold decrease in the level of CNS functional ability to develop the adaptation system with respect to the physiological norm. This fact was the basis of a 1.5 to 2.1-fold decrease in such cognitive indicators as the information processing speed, mental productivity, and mental accuracy factors, which even in conditions of the permissible tension of the educational process and the established irrational usage of electronic devices after school hours in 44.4–36.1% of the first graders could be the reason for the increased “physiological cost” of education and the risk of poor recovery of their adaptation potential. Conclusions: The established decreased indices of the functional and cognitive performance of the first graders in the context of their irrational use of electronic devices in extracurricular time create an additional risk of reducing the adaptation potential of pupils and require specific preventive measures aimed at optimizing rest after school hours in order to increase vital capacities in first graders.

scholarly journals On the effectiveness of mechanisms of psychophysiological adaptation in the dynamics of the educational process

2020 ◽  
Vol 10 (6) ◽  
pp. 67-77
Author(s):  
Tatiana A. Lezareva ◽  
Sergey A. Lytaev
Keyword(s):  
First Graders ◽  
Educational Process ◽  
Educational Activity ◽  
Physiological Status ◽  
First Year Students ◽  
Exam Stress ◽  
Specialized Education ◽  
The Cost ◽  
Genetically Determined ◽  
Adaptation Processes

The article presents a review of the literature on contemporary studies of adaptation to educational activity in elementary, middle and high school. Shows the importance of psychophysiological cost of adaptation in the process of achievement of result of learning activities. The possible content of the main psychophysiological complexes for assessing adaptation parameters is considered, including methods for determining the typological properties of the nervous system, heart rate variability indicators, constitutional features that make up the concept of the psycho-physiological status of students, which is not only genetically determined, but can also change under the influence of external influences. Attention is paid to gender heterochronism of development. Special attention is paid to the problem of adaptation of students to specialized education. The necessity of psychophysiological monitoring taking into account the cost of adaptation is shown that there are three main periods of tension of adaptation systems in the learning process primary school, puberty and the first courses of study at the university, but the mechanisms of stress in these three groups differ significantly. So, among first graders, the failure to adapt is facilitated by the mismatch of the rates of morphofunctional development, and there is also a significant effect of gender heterochronism of development on adaptation processes. In adolescents, at the beginning of puberty, there is an increase in the price of adaptation to educational activities, and the tension of regulatory mechanisms increases during the transition to specialized education, however, the conformity of individual typological characteristics to the chosen educational direction is of great importance in further adaptation. First-year students, unlike five-year students, have a decrease in the reserve capacity of the cardiovascular and central nervous systems, especially in conditions of exam stress.

EFFICIENCY OF PSYCHO CORRECTION OF THE LEADING ELEMENT OF PSYCHOLOGICAL SECURITY OF FIRST-GRADERS’ PERSONALITY BY VARIOUS PLAY TECHNIQUES

2021 ◽  
Vol 54 (2) ◽  
pp. 19-24
Author(s):  
Lyubov M. Kostina ◽  
Keyword(s):  
Play Therapy ◽  
First Graders ◽  
Psychological Safety ◽  
Educational Process ◽  
Control Group ◽  
Formative Stage ◽  
Therapy Technique ◽  
The Individual ◽  
High Level ◽  
Experimental Group

The article presents the results of an empirical study aimed at determining the most effective play therapy technique for the psychological correction of a high level of anxiety, as a leading element of the structure of the psychological safety of the personality of primary schoolchildren during the period of their adaptation to school education. Recently, the problem of psychologi-cal safety of the personality of students has been in the area of increased attention. There is more and more scientific research aimed at studying various aspects of this phenomenon. One of these aspects is to ensure the psychological safety of the individual in different periods of training. The most psychologically difficult period is the period of adaptation of the child to the educational process. The presented article is devoted to the study of this aspect. Four hundred first-graders with a high level of anxiety, which was determined during the control diagnostics, took part in the work. The work used empirical methods and methods of mathematical statistics. At the formative stage of the work, all first-graders were divided into four groups: con-trol and three experimental. In each of the experimental groups with children, psychological correction of one of the play therapy techniques was carried out: non-directive, directive, and integrative, respectively. Upon completion of the formative stage of the study, a control diagno-sis of the level of anxiety in first-graders in the control and all experimental groups was carried out. The results of studying the dynamics of the level of anxiety as a leading element of the struc-ture of the psychological safety of a person after psychological correction made it possible to identify the most effective techniques of the method of play therapy. The data obtained allow us to speak about the presence of statistically significant differences in the experimental group, where play therapy of the integrative type was used. The results of the level of anxiety in first-graders in the experimental group, where psychological correction was carried out by the method of non-directive play therapy, demonstrate less significant differences. The level of anxi-ety in first-graders in the experimental group, where the method of directive play therapy was used, did not statistically significantly differ from the data of students in the control group, where psychological correction was not carried out.

Formation of orthoepic competence with roma first-grade students – statement of the problem (analysis of a survey among teachers)

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Hristina Gergova ◽  
◽  
◽  
Keyword(s):  
Development Process ◽  
First Graders ◽  
Primary Teachers ◽  
First Grade ◽  
Educational Process ◽  
Problem Analysis ◽  
Language Competence ◽  
Reading And Writing ◽  
Social Growth ◽  
Complex Process

Language competence, based on the alphabet and writing of the community one belongs to, is the “key“ to the personal and social growth of a child. Mastering reading and writing is a complex process for all students but it is most difficult for first-graders, learning the official Bulgarian language as a second language, particularly Roma children. It is assumed that a satisfactory formed orthoepic competence (Beginners’ level) during the literacy development process is the fundamental tool for successful “entry“ into the Bulgarian alphabet and writing. Within the outlined theoretical context, an analysis of a survey among primary teachers has been made, aiming to highlight the importance of the problem and to make well-founded recommendations for improving the educational process in the particular pedagogical and linguistic situations.

scholarly journals CORONAVIRUS: TEACHING FOR ELIMINATION

2020 ◽  
Vol 17 (1) ◽  
pp. 4-6
Author(s):  
Eleonora Melnik
Keyword(s):  
Distance Learning ◽  
First Graders ◽  
Value Orientations ◽  
Educational Process ◽  
Motivation To Learn ◽  
Distance Teaching ◽  
School Year ◽  
High Level ◽  
Primary School Age ◽  
Near Future

The main event of the beginning of 2020 should be called the emergence and spread of a new coronavirus infection - COVID 19 among the vast majority of the world's population. The infection affected not only the state of somatic and mental health of a person, but also many other aspects of his life and work - economics, politics, finances. A stable concept is rooted - distance. It has turned into a lifestyle: it has become an attribute of communication of many people of different ages in the household and professional level, part of a new reality. It is obvious that in the near future people will have to adapt to new specific living conditions, including the organization of the process of education of the population. Children of primary school age, and even first-graders, were also involved in distance learning. This fact posed not only situational questions to teach subjects, but also for assessing the value orientations of the modern education system in the near future. Separate results of conducted surveys of teachers on the subject of mastering distance learning have already appeared on the Internet. Teacher opinions indicate that distance learning works more successfully where students have the motivation to learn. At the end of the school year, the results of distance learning in various educational institutions will be known. Obviously, questions will arise about the further use of Internet services in this area. But in our opinion, the role of a teacher as a high-level professional remains the most important condition for a successful educational process. Keywords: educational process, distance teaching, distance learning, motivation to learn.

scholarly journals Psychological component of school adaptation of first-graders in the conditions of modern educational establishments of various types

2020 ◽  
pp. 33-44
Author(s):  
Elizaveta Nikolaevna Sholokhova ◽  
Elena Valerievna Kazakova ◽  
Lyudmila Vladimirovna Sokolova
Keyword(s):  
Public Schools ◽  
First Graders ◽  
Boarding School ◽  
Educational Process ◽  
School Students ◽  
School Adaptation ◽  
Psychological Component ◽  
School Research ◽  
The Individual

The subject of this research is the psychological component of school adaptation among first-graders of public and sanatorium-based boarding schools. The author describes and compares the characteristics of psychological component of school adaptation. The goal consists in determination of peculiarities of the psychological component of school adaptation of elementary school students in the modern educational establishments of various types. The research involved 110 first-graders 7-8 years old (56 girls and 54 boys). The sampling is aligned by gender, age, and school. Research methodology contains the following projective techniques: ”Little Houses” by A. O. Orekhova; “Faces” by N. V. Lukyanchenko and T. L. Yadryshnikov; “House-Tree-Person” by J. Buck, with symptom complexes formulated by Bieliauskaitė. The method of descriptive statistics revealed that the majority of first-graders of sanatorium-based boarding school demonstrate negative emotions, insecurity, anxiety, lack of confidence in themselves,  inferiority feeling and depressiveness; while the majority of children of public schools experience emotional maladaptation, emotional tension towards mastering school subjects. Using Mann–Whitney U test, the author determines that the students o sanatorium-based boarding school much rarely demonstrate emotional towards school activity; emotional maladaptation is more characteristic to the students of public schools. The research materials are applied in educational process by the pedagogues, psychologists, and school administrations for determining the individual and differentiated approach towards students; as well as in a cycle of scientific and practical seminars for school pedagogues and parents of the students.

The future dental educational process

1996 ◽  
Vol 60 (9) ◽  
pp. 778-782 ◽  
Author(s):  
E Hjorting-Hansen ◽  
D Dent
Keyword(s):  
Educational Process ◽  
The Future

Memorial Consequences of Environmental Context Change in Children and Adults

2010 ◽  
Vol 57 (6) ◽  
pp. 455-461 ◽  
Author(s):  
Alp Aslan ◽  
Anuscheh Samenieh ◽  
Tobias Staudigl ◽  
Karl-Heinz T. Bäuml
Keyword(s):  
Elementary School ◽  
Young Adults ◽  
Episodic Memory ◽  
Middle Childhood ◽  
First Graders ◽  
Fourth Graders ◽  
Environmental Context ◽  
Context Change ◽  
Context Dependent

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

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